Humanistic Knowledge Traditions That Can Inform Educational Administration and Leadership Curricula: Ancient, Islamic, Confucian, Buddhist and European Approaches: Ancient, Islamic, Confucian, Buddhist and European Approaches

Eugenie A. Samier, Waheed Hammad

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

The purpose of this chapter is to shed light on humanistic knowledge traditions and highlight their value in informing educational administration and leadership curricula designed for graduate students. We argue that, despite their distinctive features, humanist traditions such as the Confucian, Buddhist, Islamic and European share many core values and practices that should be incorporated into the educational administration and leadership curricula. However, these traditions tend to be overlooked or marginalised by curriculum designers. We argue that incorporating these traditions into educational administration and leadership curricula can contribute to greater internationalisation and achieve a greater diversity. The chapter starts with an exploration of the origins, nature and definitions of humanism. The following parts discuss Confucian, Buddhist, Islamic and European humanist traditions and examine how they can contribute to shaping educational administration and leadership curricula.

Original languageEnglish
Title of host publicationInternationalisation of Educational Administration and Leadership Curriculum (Studies in Educational Administration)
Subtitle of host publicationVoices and Experiences from the ‘Peripheries’
Place of PublicationBingley
PublisherEmerald Group Publishing Ltd.
Pages27-46
Number of pages20
ISBN (Electronic)978-1-83909-864-2
ISBN (Print)978-1-83909-865-9
DOIs
Publication statusPublished - Jan 1 2021

Keywords

  • Buddhism
  • Confucianism
  • educational administration and leadership curriculum
  • European humanism
  • humanism
  • Islam

ASJC Scopus subject areas

  • General Social Sciences

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